The study of teaching multiple content areas. Students describe, analyze, and critique the content areas of elementary school health, physical education, science and social studies. In each of the content areas, students develop and present micro-teaching lessons, evaluations,
and learning centers. Prerequisites:EDUC 300, or EDUC 505; and admission to the Teacher Certification Program. Offered Fall.
Prerequisite(s) / Corequisite(s):
EDUC 300, or EDUC 505; and admission to the Teacher
Course Rotation for Day Program:
Current copies of the MO Grade Level Expectations for all subject areas and the Common Core State Standards are required.
• To understand the central concepts, structures and
tools of inquiry of the disciplines. (MoSPE 1)
• To create learning experiences that make aspects of
subject matter meaningful and engaging for students.
• To develop long-range planning, based upon student, district and state standards data. (MoSPE 3)
• To use a variety of instructional strategies and resources to encourage students' development and critical thinking, problem solving, and performance skills. (MoSPE 4)
• To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. (MoSPE 5)
• To describe, analyze and critique the curriculum for
content areas of science, social studies, health and
• Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.
• Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
• Understands how to engage students in the methods of inquiry and research in elementary social studies, science, health, and physical education.
• Can create and implement interdisciplinary lessons that are aligned with standards.
• Knows and identifies child/adolescent developmental stages and can apply them to students.
• Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes.
• Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
• Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
• Can demonstrate knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking
• Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
• Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group, and independent learning.
• Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.
• Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
• Recognizes and identifies the influence of classroom,school and community culture on student relationships and the impact on the classroom environment and learning.
• Domains and taxonomies
• How to write lesson plans
• National Standards and Missouri Show-Me Standards for Science
• Using themes and constructing units
• Integrating science, social studies, health, and physical education across the curriculum
• Ages and stages for working with science
• Expanding horizons and strands in social studies
• Asking factual recall, probing, and higher order questions
• Anticipatory set
• Conducting demonstrations
• Evaluating textbooks
• Becoming a reflective teacher
• Overview of field experience
• Observation participation
• Performance based teacher evaluation
• Lesson content and resources
• Teacher observation review
• Management theories and practice
• Critical reflection
• MOSPE standards and portfolio construction
Recommended maximum class size for this course: 20
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical
outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.